School Leadership

Welcome to Canyon Ridge School, an A+ School of Excellence and a Congia STEM Accredited School in the Dysart Unified School District. Our vision is inspiring the innovators of tomorrow. Through a dedicated and collaborative work environment, our teachers use a Science, Technology, Engineering, and Mathematics (STEM) philosophy to develop relevant and engaging learning experiences for students.

This upcoming school year will be the tenth school year for Principal Jill Hoppe. During the 2025-2026 Mrs. Hoppe was presented with the coveted Maricopa County Exemplary Principal award. She hails from Chicago, Illinois; however, she has been living in Arizona since 2008. She holds two Master's Degrees - one in Administrative Leadership from Grand Canyon University and the other in Reading, Writing, and Literacy from the University of Illinois. Her Undergraduate Degree is in Elementary Teaching with a minor in Sociology also from the University of Illinois.  Mrs. Hoppe brings 30 years of experience to Canyon Ridge along with her “YES!” philosophy.

Throughout the 2025-2026 school year the school has identified the following goals to focus the work of the school.

Academic Goals

• By the end of the 2025-26 school year, math proficiency will increase from 60% to 63% as measured by the Math AASA.
• By the end of the 2025-26 school year, ELA proficiency will increase from 70% to 73% as measured by the ELA AASA.
• By the end of the 2025-26 school year, science proficiency will increase from 61% to 64% as measured by the AzSCI assessment
•  By the end of the 2025-26 school year, 84% K-3 students will be at or above benchmark as measured by the Composite DIBELs Acadience Assessment.
• By the end of the 2025-26 school year, less than 13% of students will be minimally proficient in ELA and Math as measured by the ELA and Math AASA.
• By the end of the 2025-26 school year, 8th grade highly proficient math students will increase from 30% to 33% as measured by the Math AASA.
• By the end of the 2025-26 school year, 8th grade minimally proficient math students will decrease from 20% to less than 17% as measured by the Math AASA.
• By the end of the 2025-26 school year, 3rd grade minimally proficient ELA students will decrease from 32% to less than 29% as measured by the ELA AASA.
• By the end of the 2025-26 school year, 100% of  English Language students will move a minimum of one proficiency level up as measured on Azella.

Instructional Goals

• By the end of the 2025-2026 school year, 100% of professional learning teams will unpack essential standards that include: proficiency levels, DOK question examples, and a timeline for instruction.
• By the end of the 2025-26 school year, 100% of professional learning teams will use cycles of learning to measure student mastery of identified essential standards.
• By the end of the 2025-26 school year, 100% of professional learning teams will use a system of spiral review to ensure continued practice and retention of mastered skills.
• By the end of the 2025-26 school year, 100% of grade levels will meet student needs through a focused intervention/enrichment process as evidenced by walk through data and standards based assessment data.
• By May 2026, 100% of the campus professional learning teams will implement the PLC process with fidelity as measured by moving one indicator level up on the PLC continuum rubric.
• By May 2026, 100% of teachers will follow Academic Conversation structures and routines as evidenced by students engaging in level 3 conversations aligned to DOK 2 and higher questions.
• By May 2026, 100% of teachers will post learning objectives at a DOK 2 or higher along with success criteria that define learning targets for all lessons.
• By May 2026, 100% of teachers will embed checks for understanding within each lesson to assess and adjust for student mastery.

Culture Goals 

• By May of 2026, we will improve daily attendance rates from an average of 92% to 95%, this will be measured weekly.
  
• By May of 2026, students will regularly attend school as evidenced by reducing the amount of chronic absences (defined as 18 days or more)  to less than 15% of the student population.
• By May of 2026, students will follow the 7 Habits of Highly Effective People and Dysart Core Values as evidenced by reducing referrals and detentions related to physical aggression, defiance and disrespect by a minimum of 10%.